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CHAPTER II

REVIEW OF RELATED LITERATURES

This chapter presents some theories related to the title in detail; the

definition of writing, narrative text, self-assessment, and previous studies.

A. Writing in Language Learning

1. The Definition of Writing

Writing is a form of words that in general and it may have a higher

truth value than the fact that it has set it down by an ability to make it. It

means the product of the writer should be truly acceptable by the readers.

So that the readers know what is the main idea of the writter.Harmer

(2004) states that “ writing is a way to produce language and express

idea, feeling, and opinion”.

Meanwhile, Nunan (2003) stated that writing is process of thinking to

find ideas, thinking how a write a good writing, how to express feeling into

writing, and how to arranging the ideas became sentence and paragraph

clearly.

Based on that explanation, it shows that learning writing is difficult

and students should understand about writing process so they are able

express them selves confidently, effectively, and efficiently in order to

create a piece of writing.

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2. Process of Writing

Writing is a productive process. Process of using symbols to

communicate throughts an ideas in a readable form. Harmer (2004 : 4)

stated that writing process involves a series of steps to follow in

producing a finisehed piece of writing. There are :

a. Planning

Planning is the arrangment conduced to do something. The

planning stage is important because at this stage lies the ideas of

process of writing. This may involve making detailed notes. Writers

plan what they are going to write, before starting to write or type,

they try and decide what it is they are going to say. To make easy,

for some writers this may involve making detailed note. When

planning, writers have to think about three main issues, the first

place they have to consider, the purpose of their writing since this

will influence. Not only the type of the text the wish to produce, but

also the language they use, and the information they choose to

include. The secondly, the writers think of the audience, this will

influence not only the shape of the writing, but also the choice of

language. For example, it is formal or informal in tone. Thirdly,

writers have to consider the content structure of the piece, which

means how best to sequence the fact, ideas, or arguments which they

have decide to include. So, in this process students are making notes

about what will they write.

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According to Longman (2005), there are some strategies and

techniques for generating ideas.

1. Free writing

Free writing is writing without stopping. Free writing means

jotting down in rough sentences or phrases everything that comes

to mind about a possible topic. The purpose of free writing is to

generate as many as possible and write them down without

worrying about appropriateness, grammar, spelling, logic, or

organization.

2. Questioning

In questioning, the writer generates ideas and details by asking

questions about the subject. Such questions include Why? When?

Where? Who? What? And How?

b. Drafting

Drafting is the process of putting all ideas and throughts in a

piece of paper which will be in the very rough from. This stage

needs an editing for checking the text. It is assumed as the first

version of a piece of writing as a drafting. Students make specific

ideas of their product.

c. Editing

The way to revise and improve the first draft is called editing.

Editing is essensial part of preparing a piece o writing for public

reading or publication. The many drafts prepared that have been

written to be edited or revised. Once a writer has produced a draft,

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she or he has written, whether it is ambigous or confusing. They can

move paragraph around or write a new introduction and also they

may use a different form of words for a particular sentence.

Reflection and revising are often helped by other readers who

comment and make suggestion. For another readers reaction to piece

of writing will help the author to make a appropriate revisions.

d. Final Draft

Final draft is the end product of a piece of writing. Once the

writer has edited their draft and has made the changes if any

necessary in order to produce the final draft. This may look

considerably different from both of the originnal plan and the first

draft, because many things perhaps have been changed in the editing

process.

3. Narrative text

a. Definition of narrative text

Narrative text can be considered as the most common kind of

text we can find in our everyday life. The main goal of this text is to

aims to amuse or entertain and to inform the reader about the story or

event that happen in the past. This is the basic form used in many

story books or story telling texts and also in non-fiction usually used

to make factual accounts of events, current or historical ones.

(Anderson and Anderson 2003:3) define narrative as a piece of text

which tells a story and, in doing so, entertains or informs the reader

or listener. Narratives can be presented or told in the first person if

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the narrator is one of the characters in the story, and in the third

person if the narrator is outside the story. Meanwhile, (Cohan

2001:1) states that “a narrative recount a story, a series of event in a

temporal sequence”. It can be considered as the complicated type of

recount genre because it tells more complex past events

chronologically.

Based on those theories, it can be conclude that generally

indicate a text telling a past story or event are narratives, either

actual or fictional by using time sequence or chronological order.

Addition, narrative text is the story with one or more problem, which

must find away to be resolved. In around us, it is a common thing to

tell a story to someone both in spoken and written forms. If English

learning students are able to speak it up fluently, they write down it

with same flow of fluency it’s possible for them. This kind of texts

they share with other can also add references for them to read which

also improving the skill of reading.

b. The type of narrative text

Narrative has many different types, (Risdianto 2012:130)

explained some kinds of narrative text:

1) Humor

A humorous narrative is one of that aims to make audience

laugh as part of telling story.

2) Mystery/horror

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This type contain about identity investigate, secret and

surveillance.

3) Romance

The romance narrative typically tells of two lovers who

overcome difficulties to end up together.

4) Fantasy

May simply be a basic chronological narrative set in fantasy

word but some fantasy narrative extend the ‘fantastic’ element

to the structure as well. For example, the story may play with

the concept of time so that characters found themselves moving

trough time in a different way.

5) Folktales

Folktales usually feature ordinary and hardworking folks who

use their wits and smarts to get them out of difficult situation.

For example: Malin Kundang.

6) Fables

A fable is a short allegorical narrative making a moral point,

traditionally by means of animal character who speaks and act

like human beings.

7) Myths

Myths focus on stories that try to explain something about

creation or the origin of people, place, and thing. They also try

to explain some type of phenomenon, either in nature or in

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regards to a person who has a unique ability. Example:

Hercules.

8) Legend

A legend is a narrative of human action that is perceived both by

teller and listeners to take place within human history.

Typically, a legend is a short, traditional and historized narrative

performed in a conventional mode. Some define legend as

folktale. For example: Rawa Pening, Sangkuriang, Prambanan

Temple, etc.

9) Fairy stories

Fairy story is an English language term for a type of short

narrative. A fairy tale typically features such folkloric characters

as fairies, goblins, elves, trolls, giants, or gnomes and usually

magic or enchantment.

10) Personal experience

Personal experience narrative is account of significant event in

the life of the narrator or the community.

c. The generic structure of narrative text

The important point to make a narrative text is worth knowing.

According to (Anderson and Anderson 2003:4), a narrative text has

four main parts (generic structure). They are:

1) Orientation. Beginning of the story in which the narrator tells

the audience about where the story is taking place, who the

characters in the story, and when the action happen.

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2) Complication. The story is pushed along by a series of event,

during which we usually expect some sort of complication or

problem to arise. It would not be so interesting if something

unexpected did not happen. This complication will involve the

main characters. Narrative mirror the complication we face in

life and tend to reassure us that they are resolveable.

3) Sequence of Events. This is where the narrator tells how the

characters react to the complication. It includes their feelings

and what they do. The events can be told in chronological order

with flashbacks. The audience is given the narrators’ point of

view.

4) Resolution. In satisfying narrative, a resolution of complication

is brought about. The complication may be resolved for better

or for worse, but it is rarely completely unresolved.

5) Coda. The narrator includes the coda if there is a moral or

message to be learned from the story.

Furthermore, (Siahaan and Shinoda 2008:73) explained that the

structures of narrative text are orientation (setting the scane and

introducing the participants0, evaluation (a steooing back evaluate

the plight), complication (a crisis arises), resolution (the crises is

resolved, for better or for worse), and reorientation (optional).

However, ideally the common of the generic structure of narrative

text are orientation, complication, and resolution.

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d. The language features of narrative text

Besides know about the generic structure of narrative text, in

writing narrative texts students also must be aware about the

language features of that text. According to Siahaan and Shinoda

(2008:74) the language features of narrative text are, focus on

specific and usually individualized participants, use of material

processes (behavioral andverbal process), use of mental process, use

of temporal conjunction and temporal circumstance, and use of past

tense.

In short, some experts have different thought about the

language features of narrative text. Anderson and Anderson (1997:8)

explained the language features of narrative are, nouns that identify

the specific characters and places in the story, adjectives that provide

accurate descriptions of the characters and settings, time words that

connect events to tell when they occur. For example, first, then, next,

while, afterward, finally, after, during, before, etc., and verb that

show the action that occurs in the story. The tense used in general is

past tense.

Based on the explanation from several experts above, the

researcher concludes that there are some language features of

recount texts which focus on:

1) Specific characters and places in the story

2) Use of past tense

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3) Use of behavioral process (action verb), such as run, walk, go,

etc., verbal process (verbal verb), such as say, state, etc., and

mental process (mental verb), such as think, feel, know, etc.

4) Use of temporal conjunction, such as firstly, then, next, after

that, etc.

5) Use of temporal circumstance, such as once, once upon a time,

etc.

Exemple of Narrative text

Malin Kundang

Orientation

Once upon the time, there lived a family in the beach of west

Sumatra. That family had a son named malin kundang. Because the

condition of their family was very terrible. So the malin’s father

decided to go away to across country.

Complication

Malin and his mother had a big expectation that one day his

father came home with a lot of money that can be used to buy daily

needs. After months, the father never came back. And finally their

expectation was fade.

After Malin Kundang grew up, he thought to find money in

across country with expectation when he came back to his village, he

became a rich man. Finally, Malin Kundang joined to sail with perch

of the merchant ship that was success in his village.

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During on the ship, Malin Kundang learned much about sailing

science from the experienced crew of the ship. Malin learned

engrossed about shipping from his friends who had a lot of

experiences. And finally, he was the master of shipping.

Many islands have been visited, up to a day on the way,

suddenly Malin Kundang’s ship attacked by pirates. Most of the

crew and people on the ship were killed by the pirates. Malin

Kundang very lucky, he was not killed by the pirates, because when

it happened, Malin Kundang hid under a small space which enclosed

by the timber.

Resolution

Malin Kundang floated in the ocean until finally the host ship

stranded on a beach. With the remaining staff, Malin Kundang

walked to closest village to the beach. Arriving in the village master

Kundang helped by people in the village. He told the incident that

happened to him. Malin Kundang marooned villages where the

village was very fertile. With tenacity and perseverance in working,

Malin Kundang gradually became a wealthy man. He had many fruit

merchant ships with the children of more than 100 people. After

becoming wealthy master Kundang married a girl to become his

wife.

After some time married, Malin and his wife make the voyage

with a large and beautiful ship with the crew and a lot of

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bodyguards. Malin Kundang’s mother that every day waiting for

his son, saw a very beautiful ship, went to the harbor. He saw two

people who were standing on the deck of a ship. He believed that it

was her son standing with his wife.

Malin Kundang stepped down from the ship. He was greeted

by his mother. Once close enough, his mother saw at the right arm

dozen injured person, to more convince his mother, she was

approached Malin Kundang. "Malin Kundang, my son, why did you

go so long without news?” he said, then hugging Malin Kundang.

But Kundang immediately release her mother's arms and pushed him

up to fall. "Women who do not know me, confessing as my mother

said carelessly,” said Malin Kundang at his mother. Malin Kundang

pretended not to recognize her mother, because of shame with her

mother who is old and wearing tattered clothes. "She was your

mother?” the wife of Malin Kundang asked. "No, he was just a

beggar who pretended to be admitted as a mom to get my property,”

Malin said to his wife. Hearing statement and treated arbitrarily by

his son, the mother of Malin Kundang very angry. He did not expect

him to be rebellious child. Because of mounting anger, Malin's

mother tipped his hand, saying "Oh God, if he is really my son, I

oath he became a stone.” Not long after the wind storm roared loud

and came to destroy the Malin’s ship. After that, Malin Kundang

body slowly becomes rigid and in time they finally shaped into a

rock. (Adapted from: www.bukuinggris.co.id)

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B. Self assessment

a. Definition of self assessment

Self assessment is to assess by involving students in the assessment.

After students doing the task, every student must correcting their own

work by their self, from this method students will get comprehension from

their mistake, and will justified by their self. Self assessment includes two

key elements in each assessment of learning outcomes: first, determining

the criteria or standards applied to assess the learning outcomes of learners

and secondly, assessing the extent to which learning outcomes have been

achieved based on predetermined criteria. (Sedikides 1993) suggests that

the self-assessment motive will prompt people to seek information to

confirm their uncertain self-concept rather than their certain self concept

and at the same time people use self-assessment to enhance their certainty

of their own self-knowledge. However, the self-assessment motive could

be seen as quite different from the other two self-evaluation motives.

Unlike the other two motives through self-assessment people are interested

in the accuracy of their current self view, rather than improving their self-

view. This makes self-assessment the only self-evaluative motive that may

cause a person's self-esteem to be damaged.

According to Douglas (2000:270) Self-assessment derives its

theoretical justification from a number of established principles of second

language acquisition. The principle of autonomy stands out as one of the

primary foundation stones of successful learning. The ability to set one's

own goals both within and beyond the structure of a classroom curriculum,

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to pursue them without the presence of an external prod, and to

independently monitor that pursuit are all keys to success, Developing

intrinsic motivation that comes from a self-propelled desire to excel is at

the top of the list successful acquisition of any set of skills.

Peer-assessment appeals to similar principles, the most obvious of

which is cooperative learning. Many people go through a whole regimen

of education for kindergarten up through a graduate degree and never

come to appreciate the value collaboration in learning-the benefit of a

community of learners capable of teaching each other something. Peer-

assessment is simply one arm of a plethora of tasks procedures within the

domain of learner centered and collaborative education.

Researchers (such as Brown & Hudson, 1998) agree that the above

theoretic, underpinnings of self- and peer-assessment offer certain

benefits: direct involvement, of students in their own destiny, the

encouragement of autonomy, and increases, motivation because of their

self-involvement. Of course, some noteworthy drav back must also be

taken into account. Subjectivity is a primer obstacle to over- come.

Students may be either too harsh on themselves or too self-flattering, or

the- may not have the necessary tools to make an accurate assessment.

Also, especially in the case of direct assessments of performance, they

may not be able to discern their own error. (Brown 2003:270)

a. Types of self assessment

According to (Douglas 2000:272) has classification of self-

assessment, they are:

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1) Assessment of a specific performance

In this category, a student typically monitor him or

herself in either written production and renders some kind

of evaluation of performance. The evaluation takes place

immediately or very soon after the performance. Thus,

having made a presentation, the student (or a peer) fills out

a checklist that rates performance on a defined scale. Or

perhaps the student views a video-recorded and completes a

self-corrected comprehension quiz. A journal may serve as

a tool for such self-assessment. Peer editing is an excellent

example of direct assessment of a specific performance.

Today, the availability of media opens up a number of

possibilities for self and peer-assessment beyond the

classroom. Internet sites such as Dave's ESL offer many

self-correcting quizzes and tests. On this and other similar

Sites, a learner may access a grammar or vocabulary quiz

the internet and then self score the result, which may be

followed by comparing with a partner. Television and film

media also offer convenient resources for self- and peer-

assessment. (Gardner 1996) recommended that students in

non-English-speaking countries access bilingual news,

films, and television programs and then self-assess their

comprehension ability. He also noted that video versions of

movies with subtitles can be viewed first without the

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subtitles, then with them. As another form of self- and/or

peer-assessment.

2) Indirect assessment of (general) competence

Indirect self- or peer-assessment targets larger slices of

time with a view to rendering an evaluation of general

ability, as opposed one specific, relatively time-constrained

performance. The distinction between direct and indirect

assessments is the classic competence-performance

distinction. Self- and peer assessments of performance are

limited in time and focus to a relatively short performance.

Assessments of competence may encompass a Je son over

several days, a module, or even a whole term of course

work, and the objective is to ignore minor. Non repeating

performance flaws and thus to evaluate general ability.

3) Metacognitive assessment (for setting goals)

Some kinds of evaluation are more strategic in nature,

with the purpose not just of viewing past performance or

competence but of setting goals and maintaining an eye on

the process to their pursuit. Personal goal-setting has the

advantage of fostering intrinsic motivation and or providing

learners with that extra-special impetus from having set and

accomplished one's own goals. Strategic planning and self-

monitoring can take the form of journal entries choices from

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a list of possibilities, questionnaires, or cooperative (oral)

pair or group planning.

4) Socio affective assessment

Yet another type of self- and peer-assessment comes in

the form of methods of examining affective factors in

learning. Such assessment is quite different from looking at

and planning linguistic aspects of actesition. It requires

looking at oneself through a psychological lens and may not

different greatly from self-assessment across a number of

subject matter areas or for any ser of personal skills. When

learners resolve to assess and improve motivation, and

lower their own anxiety, to find mental or emotional

obstacles to learning then plan to overcome those barriers,

an all-Important socio affective domain joked.

5) Student-generate tests

A final type of assessment that is not usually classified

strictly as sel for peer-assessment is the technique of

engaging students in the process of constructing tests

themselves. The traditional view of what a test is would

never allow students to engage in test construction, but

student generated tests can be productive, intrinsically

motivating, autonomy building processes. (Brown

2003:272)

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Gorsuch (1998) found that student-generated quiz items

transformed routine weekly quizzes into a collaborative and

fulfilling experience. Students in small groups were directed

to create content questions on their reading passages and to

collectively choose six vocabulary items for inclusion on

the quiz. The process of creating questions and choosing

lexical items served as a more powerful reinforcement of

the reading than any teacher-designed quiz could ever be.

To add further interest. Gorsuch directed students to keep

records of their own scores to plot their progress through

the term.

Murphey (1995), another champion of self- and peer-

generated tests, success- fully employed the technique of

directing students to generate their own lists of words,

grammatical concepts, and content that they think are

important over the course of a unit. The list is synthesized

by Murphey into a list for review, and all items on the test

come from the list. Students thereby have a voice in

determining the content of tests. On other occasions,

Murphey has used what he calls "interactive pair tests" in

which students assess each other using a set of quiz items.

b. Procedure for teaching narrative text using self assessment

According to (Nielsen 2000) There are 12 strategies for

teaching writing using self-assessment:

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1) Giving students direct, explicit and step-by-step training

before they carry out self-assessment exercises and include

practice time.

2) Help students develop a clear understanding of the aspects

of writing they are self-assessing such as tone, attention to

purpose, etc. In order for students to evaluate their writing

for each of the different aspects, they need to have a clear

understanding of the concepts.

3) Use writing models to demonstrate specific writing skills

and to give students the opportunity to practice assessment.

Writing models can be used independently of self-

assessment to reinforce learning of concepts. When they are

used as practice for self-assessment, teachers can correct

student miscomprehension and modify the exercise as

needed.

4) Invite students to participate in developing the criteria for

self-assessment exercises. This process helps develop a

shared understanding of good writing in the classroom.

5) Increase student motivation in self-assessment by making

the self assessment part of the grade. Positive verbal

prompts and guidance also support student motivation.

Motivating students is a challenge, but for self assessment

to be meaningful students must be committed to the task.

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6) Use self-assessment for formative rather than summative

evaluation and not to determine a final grade on an

assignment.

7) Provide sufficient independent time and space in class to

complete self assessment exercises. Self-assessment works

best in your classroom where you can reinforce a sense of

quiet, focused time that students may not have outside the

classroom. You can also provide support and corrective

feedback.

8) Engage students in dialogue during self-assessment to

provide feedback, answer questions and provide

clarification. Some students will need more scaffolding and

guidance than others. One of the great benefits of self

assessment is the opportunity to work one-on-one with

students.

9) Self-assessment should include tasks that address specific

components of writing as well as prompts that ask for a

global response to their writing. Students should work to

improve specific aspects of their writing as well as the

overall content.

10) Nurture students’ sense of self-efficacy and self-esteem

through positive feedback, reinforcement and modelling.

Student writers tend to think writers are born not made.

They need a sense of self-efficacy to persevere in writing.

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11) Give students the opportunity to revise their work after self-

assessment so that they can transfer what they’ve learned to

the task of writing.

12) Regularly evaluate your teaching methods. How are

students responding? Conduct student surveys to find out

what’s working well.

b. Previous studies

From previous study with entitled“ the effectiveness of self assessment

on student achievement in writing descriptive text among the eighth grade at

MtsN 3 Tulungagung academic year 2017/2018” by Haliza Ifvi. The research

uses pre-Experimental Design using quantitative approach with one group

pre-test and post-test design. It is intended to find any significant differences

scores of the students before and after taught using Self Assessment at the

eight grade students of MTsN 3 Tulungagung in the academic year

2017/2018. The population of this study was all the 8th grade students at

MTsN Tulungagung. While, the sample was VIII B class that consists of 28

students. The research instrument that was used is test. Test is administered

toward one group of students that is class 7B. Test administered before

conducting treatment that is called pre-test and also administered after

conducting treatment that is called post-test. Treatment that is used is by Self

Assessment. The result of this study showed that the mean of students’ score

of pretest before they are taught using Self Assessment was (81,18). While

the mean of students’ score after they are taught being using Self Assessment

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was (88,04). The conclusion of the research is that self assessment is effective

toward student’s writing achievement.

Another previous study entitled“The Use Of Self Assessment In

Improving Students’ Ability In Writing English Skill by Uswatun Hasanah

shows that this research aims at finding out The Use of Self-Assessment in

Improving Writing English Skill of the Students at English Education

Department of STAIN Watampone academic year 2013/2014. The specific

objective of the research is tofind out whether or not the use of self-

assessment improves students’ performance in writing English skill. The

research method employed quasi experimental research. The samples consist

of 40 students which belonged to two groups; experimental and control

group. The research data were collected using two kinds of instruments: the

writing test which was given to the both groups and questionnaires of

learners’ self assessment which was given only to the experimental group.

The research result indicated that: the use of self-assessment in writing

English skill is more effective in improving students’ ability. The result of

post test of both group improved, but the use of self assessment gave better

effect than conventional way. It was proved by the result of the mean score of

post test of experimental was higher than the control group in writing skill. It

is suggested to the English teacher that the use of learners’ self assessment as

one of alternative strategy in teaching writing in order to improve students’

writing ability. In addition the students can take responsibility for their own

learning.

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The differences between this research and the previous research exactly

the research by Haliza lfvi is the design and kinds of text. And the other

previous study is same the research design (Quasi Experimental design) but

this research is specific to writing narrative text only.